If you haven’t already seen TLG’s new lesson planning forms, they’re quite nice. Go ahead and take a look. This lesson plan will use that form as a framework. Notes can be found below the plan.
Our complete guide to lesson planning can be found here.
|Lesson Plan: Welcome to English World 2!|
|Local English Teacher: Ana||TLG Volunteer: Neal Z.|
|Grade: 2-4||English World Textbook Level: 2|
|Lesson Objectives/Target Language:
– review/teach basic classroom language: say, stand up, sit down, raise your hands, shh
– review/teach basic greetings/address: hello, everybody, what’s your name?, my name is, (names)
– establish a routine
What’s your name…
What is it?
Classroom objects: desk, chair, book, bag, pen, pencil, ruler, rubber, pencil case
– classroom realia
|Brief Description of the Lesson, Activities:
1. Introduction Call and Response (2 min, review)
2. Everybody Shhh! (1 min)
3. Writing Exercise + Attendance (5 min, review)
4. Pair exercise (3 min, review)
5. Who is doing what? (3 min, review)
6. Student Nametags (5 min, production)
7. What is your name? (5 min, game/practice)
8. Dialogues (4 min, review)
9. What is it? (3 min, review)
10. What is it? Realia (2 min, practice)
10. Simon Says (3 min, game)
11. Teacher Q&A (3 min, production)
12. Goodbye! (1 min, review)
(to be filled in during/after class)
Notes on this lesson:
- Remember to talk this whole thing over with your coteacher before attempting to use it. Make adjustments together if needed.
- This lesson assumes a 40 minute class period. Adjust it depending on how long you have.
- LET is your coteacher. TLGV is you. “Mr. Z” is my name (I find being called “NEELEE” obnoxious, so…) and Ana is my theoretical coteacher’s name. Make substitutions as you see fit.
- This lesson goes up to page 9 in the PB. Make adjustments if you need to go faster or slower.
- You can sort of assume that the class knows everything from English World 1, but don’t really count on it. These lessons should be a thorough review, and if you need to take more time with them – especially since kids this age will still read and write slowly – take the time. That said, the EW1 Pupil’s Book’s Table of Contents has a great summary of the material that was covered in that level.
- You can use games and activities from the EW1 teacher’s book!
- A major goal of this lesson is establishing a routine and some classroom management tools that you can use to keep things from getting out of hand. The “Hello” and “Goodbye” call-and-responses are simple, but establishing a ritualized greeting and… ungreeting… help in several ways. One, they put a definitive start and end on class, which helps put students in the right frame of mind at the beginning and lets them know they can’t start leaving class until the end. Two, they energize you and the class. Three, doing this in unison minimizes the chain of a thousand “hello”s and “goodbyes” that you will hear otherwise. Similarly, having a “shhhh” call and response gives you a ritualized tool for quieting the class and cuts down on the students yelling at each other to be quiet. If hearing fifteen eight-year-olds yelling “gachundi, bitcho!” over and over again doesn’t sound like a good classroom activity, teach them “shhh” from day one.
- This lesson and the activities herein are only suggestions, based on my particular teaching style and my experience teaching in Tbilisi. Adjust it to suit yourself and your students. Your mileage may vary!
- If you do end up using this lesson, please, give us feedback! Comments and questions are always appreciated.